, Author at My Learning Springboard

GRE

November 17, 2011

General Information

The Graduate Record Examination (GRE) is a standardized test administered by the Educational Testing Service (ETS). It is an admissions requirement at many graduate and business schools in the United States. It consists of three sections: Analytical Writing, Verbal Reasoning, and Quantitative Reasoning. The Verbal Reasoning and Quantitative Reasoning sections each consist of two sections within each measure.

*The structure and content of the GRE underwent significant changes and a new test was released beginning September 22, 2023. All changes are reflected here.

Format and Content

The GRE is a computer-based test.

The Analytical Writing section is always first. The Verbal Reasoning and Quantitative Reasoning sections may then appear in any order, and both sections are section-level adaptive. The first section for both Verbal Reasoning and Quantitative Reasoning is of average difficulty. The second section for each measure depends on a student’s overall performance in the first section for each measure.

SECTION	CONTENT	QUESTION TYPE	QUESTIONS & LENGTH
Analytical Writing (1 section w/ two separately timed parts)	Analyze an Issue	1 Writing task	30 minutes
Verbal Reasoning (2 sections)	Reading Comprehension, Text Completion, Sentence Equivalence	MC¹ w/ one correct answer MC w/ multiple correct answers Highlight a sentence	Section 1 - 18 minutes Section 2 - 23 minutes
Quantitative Reasoning² (2 sections)	Primary topics : Arithmetic, Algebra, Geometry, Data Analysis	MC w/ one correct answer; MC w/ multiple correct answers; Numeric Entry	Section 1 - 21 minutes Section 2 - 26 minutes

¹Multiple choice
²An online calculator is provided and permitted for the Quantitative Reasoning Sections ONLY. Students are NOT allowed to bring their own calculator.

TOTAL TIME: 1 hour and 58 minutes

Scoring

Verbal and Quantitative Reasoning

Reported scores for the Verbal Reasoning and Quantitative Reasoning sections are based on the number of correct responses to all questions included in the operational sections of each measure, which are section-level adaptive. Within each of the two sections for both Verbal Reasoning and Quantitate Reasoning, all questions contribute equally to the final score.

Raw scores, which is the number of questions answered correctly, are converted into scaled scores through a process called “equating”. The equating process accounts for variations in difficulty level across the various test editions. Students receive a scaled score between 130 and 170 (in one point increments) for Verbal Reasoning and Quantitative Reasoning.

Analytical Writing

For the Analytical Writing section, the writing task receives a score between 0 and 6.

Testing Schedule

The GRE is a computer-based test that is administered year round at certified testing centers or online.

A student can take the GRE only once every 21 days, and no more than five times within any rolling 12-month period.

Cost

The fee schedule for the GRE is available here.

Registration/Additional Information

Visit the official ETS GRE website to register and learn more

School Admissions Isn’t a Linear Process, It’s a Human One

November 1, 2011 Brad Hoffman

In New York City, it’s buzzing with the frenzy of K-12 school applications. The fall begins a pilgrimage of parents from every part of the city and from every background swarming on independent and select public schools and charter schools for tours and open houses. Parents are eager to figure out just how the system works and how they can get their child a strategic edge in the application process.

Despite the park bench chatter that takes place and is referenced as solid fact in my many conversations with parents, the school placement process isn’t a code that can be cracked. People would like to say that they have it all figured out, but no one has it all figured out because this is a process dependent on human beings, relationships, and certain subjectivity. Yes, standardized test scores are considered, but so much more takes place. Similar to a carefully orchestrated dinner party, schools are interested in inviting the right guests. They want to be sure they can truly meet their students’ needs. They want to be sure they’re diversified.

All of the admissions professionals I’ve met really do care about the individual student and family and I’ve seen admissions directors do everything they can to make a situation work when it feels right. At the same time, I’ve seen great students be declined because of enrollment numbers and I’ve seen less than perfect matches get accepted because of politics. It’s just the nature of the process and it happens at every level and at every organization from nursery school through internships. So what should parents do?

To be as well prepared as possible for the admissions process, I do support students and families working with tutors, coaches, and consultants. There are ways to do this responsibly and to use the application process as an opportunity to practice real life skills, such as preparing for tests, finding your voice with essay writing, and developing interview skills. Even very young learners can work on some of these skills and readiness through structured play. But if there’s no secret sauce to school admissions, what else should families do? Here are five tips I share with families to help get grounded in the frenzy of this process.

Appreciate that you’re in a position of having options.
Visit any school you’re considering and observe teachers, students, and their interactions with one another carefully.
Connect with someone from admissions and share genuine reasons for why your family is a good fit for this school community.
Focus on your child’s needs and your family’s values in an honest way.
Be open-minded and cast a wide net.

In New York City, families have hundreds of choices with schools specializing in so many different philosophies, program offerings, methodologies, and learning support services. In the last two weeks, I’ve visited Birch Wathen Lenox, the Dwight School, Trevor Day, Parkside, Central Synagogue’s nursery school, and PPAS. Over the next two weeks, I’m visiting Nightingale, Brearley, Manhattan School for Children, and NEST+M. All of these schools are terrific and offer something special for the right students and families.

When I visit schools, I generally meet with an admissions director or administrator and often accompany families as they tour schools. My primary focus is on assessing the school climate. What values are expressed? What evidence of student work is visible? How are adults and children interacting? How are children interacting with each other? How does the space feel? Simultaneously I’m considering the curriculum, the quality of instruction I’m able to observe, the programmatic elements and the support services. When I tour with parents, I’m trying to imagine their child in this space. When I tour on my own, I’m asking myself if I would want to teach at this school and if I would want my own child to be a student at this school.

At the end of the day, it really boils down to one simple thing. Community. School selection should be about finding the right community for your family and your child. We find the right community through due diligence and we know we’ve found it when it just feels like all the stars have aligned. We apply these same rules to finding the right apartment, finding the right church or synagogue, finding the right college campus, finding the right job. In all of these searches, we begin with certain requirements and then accept that there will likely be some type of compromise. Anyone who has searched for an apartment in Manhattan knows that there’s always a compromise.

Having taught in a variety of school environments, having visited dozens of schools, and having tutored students from a variety of independent and public schools, I can assure you that no school is perfect all the time and certainly no school is perfect for every type of learner. The process shouldn’t be focused on “how can I get my kid into School X?” The process should be focused on identifying options that can truly meet your child’s needs and then making the best possible situation work. You can always supplement what you feel a program is lacking, and you can always construct a team of experts to bolster, enrich, or help motivate your child. What’s essential is finding the right community where you know your child will be safe, happy, challenged, and provided with opportunities to realize his or her full potential.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Taking Control of the Application Process from Preschoolers to Interns

October 23, 2011 Brad Hoffman

During this fall season, my team and I are busy supporting students and families as they prepare for a variety of school and career transitions. Preschoolers are preparing for the kindergarten entrance process; fifth graders are preparing for the middle school transition; eighth graders are preparing for the high school transition; juniors are preparing for standardized tests as a precursor to the college application process; and seniors are finishing their essays and mailing early decision/action college applications.

As the courting ritual begins for summer internships, college students and 1^st year MBAs are another group gearing up for applications and interviews. Starting early in the fall, these students are inundated with corporate representatives on campus eager to attract the best and the brightest. In my work as a recruiter and internship specialist for Time Warner, the recruitment cycle was a full-year effort. October through April included networking with career services, campus presentations, rounds of interviews, and making offers to secure top talent. May through September was spent finalizing the program and placements, managing the program, evaluating students, making job offers, and planning for the fall recruiting season.

The part that I find most unique and gratifying about the My Learning Springboard platform is that our educational professionals are equipped to support students along this entire continuum. With students as young as three years old and students well into their careers, we have specialists at every level.

We understand where students come from and where they need to go. We understand that many of the skills students develop at young ages are, in fact, the same skills that need to be advanced and refined as they prepare for high school, college, and their careers. For example, a preschooler doesn’t need to be concerned with Skype interviews, but making eye contact, connecting with a stranger, and demonstrating curiosity are the same skills that need to be in place whether you’re three years old or 20 years old. Interviewers at every level want to see passion, curiosity, demonstrated persistence, and creativity. Obviously it’s assessed differently, but the core attributes are really very similar.

For students and families, the fall is both an exciting time and a stressful time because it’s such a competitive landscape. How does a student set himself or herself apart from the crowd? How do you make sure you’re casting a wide enough net and leaving yourself with options? How do you tune out the rumors and speculation about these processes that often overshadow the thrill we want all students to feel?

The answer to all three questions is to take control and prepare with trusted experts. We source teachers, coaches, specialists and consultants who have a track record of success. They’ve been the interviewers, the managers, the admissions specialists, and the parents and they understand what needs to be in place. Here are 3 tips for taking control of your application process:

Due diligence. Develop a list of target schools and companies. Research each one—visit if possible—and make sure you’re clear on why each particular school or company would be a good fit for you. Also get clarity on why YOU would be a good fit for THEM. What value do you bring? Be ready to discuss the salient characteristics of that school, company or position that really speak to you.
Student accountability. With the exception of preschoolers, students should really own this process. Writing essays, cover letters, and resumes is a lot of work and should only be done for schools or companies that a student really wants to attend/join. Ideally, a student should be intrinsically motivated to want to engage in this process. When one of our specialists begins working with a student, that relationship is mainly between the student and the coach. Parent consultation is highly valued and important, but accountability should lie with the student. That’s why many families choose to engage an objective third party. In my role as a corporate internship specialist, I have to admit that parent phone calls and negotiation attempts did not leave the best impression of a candidate.
Branding and Marketing. Whether you’re applying to kindergarten or Bloomberg, each candidate is presenting his or her “brand”. It sounds awfully corporate, but the application process is about marketing and branding. It should be truthful and genuine, but a lot of care should be taken to ensure that a student is making the best first impression possible. A resume is a one-page sell sheet and short answer essays, or cover letters, provide a lens into the humanity behind the applicant. Finding your voice, your style, and your spark of genius is key to engaging the admissions specialist or recruiter.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard, Inc.

Jennifer Cross, M.D.

September 8, 2011

Dr. Jennifer Cross is an Assistant Professor in the Division of Child Development at the NewYork-Presbyterian Hospital/Weill Cornell Medical Center. She received her medical degree (MB ChB) from Bristol University Medical School in England. She then moved to the United States and completed her Pediatric residency training at Lenox Hill Hospital and her fellowship training in Developmental-Behavioral Pediatrics at New York Medical College in Valhalla.

After her fellowship, she was appointed as Clinical Assistant Professor in the Department of Developmental Pediatrics at NYMC and worked as an Attending Physician for eight years. Dr. Cross has been in practice at The McCarton Center for Developmental Pediatrics in Manhattan where she provided evaluations and management for children with a variety of developmental, learning, and behavioral disabilities including autistic spectrum disorders.

Dr. Cross is board certified in Developmental and Behavioral Pediatrics and has a wide range of clinical experience in the diagnosis and management of children with developmental disabilities.

Glover Park Gazette

September 3, 2011

How to Avoid the Summer Slide

Summer is fast approaching and many parents have already planned activities and camps for their children. We know that summer is the ultimate freedom, the time for exploration and play, the time to finally unwind from the busy school year. So how do you maintain your child’s academic skills while enjoying the freedom and playfulness of summer vacation?

Read the complete article on our blog.

GRE